MODULE 5. THE BATTLE OF THE SOMME
1: WHY DID IT TAKE PLACE?
LESSON
1.
LESSON DESCRIPTION
The first lesson in the module will be used to inform students how the First
World War began and examine the key people and countries involved. The
lesson will act as an introduction to the war effort in Ireland and will explore
events in Ireland before the outbreak of war, including how and why Irishmen
came to be involved in the global conflict.
LESSON INTENTIONS
LESSON OUTCOMES
1.Discuss the reasons why so many
countries were quick to declare war
•
Be able to explain how unionists
and nationalists joined the
war effort for entirely different
reasons
•
Employ ICT skills to express an
understanding of the topic
2. Understand the reasons why
Irishmen were encouraged or felt
compelled to enlist in the British
Army
3. Demonstrate objectives 1&2
through digital media
HANDOUTS
AND GUIDES
N
I
• Lesson 1 Key
Information
P
RO
• M5L1
Tasksheet
• Comic
Creation
Storyboard
DIGITAL
SOFTWARE
HARDWARE
• Suggested
Additional
Resources
• Comic
Creation
Software
• Whiteboard
• Audio
Editing
Software
• PCs / Laptops
• Headphones /
Microphone
• Audio Editing
Storyboard
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MODULE 5: LESSON 1: LESSON PLAN
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MODULE 5. THE BATTLE OF THE SOMME
1: WHY DID IT TAKE PLACE?
ACTIVITY
LEARNING OUTCOMES
Starter – Play a video charting the
events leading up to the outbreak
of war. (See Suggested Additional
Resources 4).
The video aims to give students an
insight into the wider events of the
outbreak of war alongside reasoning
as to how Irishmen from across the
island were encouraged or felt the
need to join the British Army to fight.
Using the Key Information,
teachers will have a choice of
activities to engage students.
Teachers may choose to split the
class into groups and ask students to
use the discussion points to discuss
some aspects of the Key Information.
Students will then share their
discussions with the rest of the class.
© IW M (Q 3322 9)
Alternatively, teachers may want
to use the Questions/Extension
Activities as group discussion
questions or to test individual
knowledge.
The active learning activity will give
students to opportunity to learn and
share information within a group
setting and then communicate their
learning to the rest of the class.
*If possible, allow students to
research the topic on the internet
– suggested additional resources/
search engine.
Plenary – Watch a piece exploring
recruitment methods (See
Suggested Additional Resource
3). How important was recruitment
advertising in swaying public opinion
towards war?
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MODULE 5: LESSON 1: LESSON PLAN
The Key Information is designed to
cover the information within the topic
and meet the learning objectives.
The discussion questions on the Key
Information are designed to meet
the learning objectives through
interaction and Q&A.
The questions on the factsheet
are designed to meet the learning
objectives through the pupils
understanding and application of the
information.
The various activities should allow
the students to learn while they
interact. The activities will also
serve to reinforce knowledge and
encourage discussion.
The plenary discussion will focus
on the types of advertising and
recruitment methods used to
encourage men to fight.
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MODULE 5. THE BATTLE OF THE SOMME
1: WHY DID IT TAKE PLACE?
KEY
INFORMATION
??
1.
WHO WAS
FRANZ
FERDINAND?
Franz Ferdinand was heir to
the Austro-Hungarian throne.
He and his wife Sophie were
on a visit to Sarajevo when
they were both shot and
killed by Gavrilo Princip,
one of a group of Serbian
assassins known as 'The
Black Hand' that had set out
to kill Ferdinand.
WHY DID
IT TAKE PLACE?
BACKGROUND
Taking place in July 1916, The Battle of the Somme is one of
the most widely recognised battles of the First World War. A
combination of factors had led to the outbreak of war including a
rise in dominant European countries during the early 20th century.
A trigger for the beginning of conflict is widely believed to be
the assassination of Austro-Hungarian Archduke Franz Ferdinand
during a visit to Sarajevo on 28th June, 1914, by a group known as
The Black Hand who wanted Serbian independence from AustriaHungary. Following his murder, Austria-Hungary declared war with
Serbia on 28th July, 1914. In support of Serbia, Russia ordered its
forces to mobilise on 29th July followed a day later by Germany
who subsequently declared war with Russia. A few days later, on
4th August, 1914, after Germany had attempted to invade neutral
Belgium, Britain declared war with Germany (see Perspectives 1).
CENTRAL POWERS
Following the escalation of war,
the Central Powers were formed
to resist the Entente Alliance and
included:
• Germany
• Austria-Hungary
• Bulgaria
ENTENTE POWERS
• Ottoman Empire
Over 25 countries from across
the world combined to form
the Entente Alliance during the
course of the First World War,
including:
• British Empire (United
Kingdom, Australia, Canada,
India, New Zealand and South
Africa)
• France
• Russia
• Italy
• United States
• Serbia
• Belgium
• Bosnia
NEUTRAL POWERS
A number of countries
throughout the world did not
participate in fighting due to
alliances and treaties, including:
• Argentina
• Denmark
• Mexico
• Norway
• Spain
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MODULE 5: LESSON 1: KEY INFORMATION
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MODULE 5. THE BATTLE OF THE SOMME
1: WHY DID IT TAKE PLACE?
1.))) DISCUSSION
Why do you think so
many people were
initially eager to enlist
and join the war effort?
With many people expecting the fighting to be over by Christmas, thousands
rushed to enlist (see Perspectives 2). By July 1916, the war had been raging for
two years with Allied Powers involved in a strategy of joint offensives against the
Central Powers. Britain and France faced off against German forces across an
area of northern France which became known as the Western Front.
THE WESTERN FRONT
Initially meant to be a joint offensive between French and British forces against
the Germans at the Somme, a large portion of French forces became occupied
at the Battle of Verdun which had begun in February. The French could no longer
commit the same level of resources to the Somme and what was supposed to be
a battle to allow the Allied Powers to make great progress, became little more
than a tactic to lessen pressure on the French at Verdun.
A
PRO NI
12
WHAT WAS HAPPENING IN IRELAND BEFORE THE
WAR?
At the outbreak of war in 1914, Ireland was a part of the United Kingdom.
Disagreement between unionists and nationalists over Ireland’s future had
caused division with Nationalists wanting a home rule parliament in Dublin
which would have jurisdiction over the whole of Ireland. Meanwhile, over 470,000
unionists signed the Ulster Covenant in opposition to the third Home Rule Bill
of 1912. The Ulster Volunteer Force (UVF) was formed in January 1913 to resist
any attempt to impose home rule and Irish nationalists reacted by forming the
Irish Volunteers in November 1913. Throughout the first half of 1914, debate
continued about the possibility of Ireland being partitioned. With Britain’s
declaration of war in August 1914, home rule was rushed through parliament but
was postponed for the duration of the war.
MODULE 5: LESSON 1: KEY INFORMATION
MODULE 5. THE BATTLE OF THE SOMME
1: WHY DID IT TAKE PLACE?
HOW DID UNIONISTS AND NATIONALISTS END
UP FIGHTING ON THE SAME SIDE?
2.))) DISCUSSION
Why were the counties
of Ulster being
excluded from home
rule?
With the home rule issue placed on ice, Ireland’s political climate changed
considerably. Around 80,000 Irishmen enlisted in the army during the first year
of the war, with approximately half of these from Ulster. Irish soldiers were
organised primarily into three new divisions of the army which became known as
the New Armies or Kitchener’s Army, named after the Secretary for War.
The unionist people of Ireland considered themselves British in identity and felt
a strong emotional and patriotic urge to stand up and fight for their country as it
was under threat. This feeling of duty to their country replaced any notion of the
government’s betrayal over home rule.
Nationalist motivations for enlisting in the British Army were more complex.
However, now that home rule was granted, but delayed, the leader of Irish
nationalism, John Redmond, urged everyone to get behind the war effort
during a famous speech at Woodenbridge, County Wicklow on 20th September,
1914 (see Perspectives 4). Redmond’s support for war caused a split in the
volunteer movement. A majority of the members sided with him, taking up
the National Volunteers name. Those remaining at home retained the Irish
Volunteers name and would go on to play a significant role in the Easter Rising
of 1916.
3.))) DISCUSSION
Do you think Irishmen
would have enlisted in
large numbers if Home
Rule had not been
passed?
© IW M (Q 3322 9)
PRONI
PRONI
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MODULE 5: LESSON 1: KEY INFORMATION
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MODULE 5. THE BATTLE OF THE SOMME
1: WHY DID IT TAKE PLACE?
PERSPECTIVES
1. "Owing to the summary rejection by the
German Government of the request made
by his Majesty’s Government for assurances
that the neutrality of Belgium will be
respected, his Majesty’s Ambassador to
Berlin has received his passports, and his
Majesty’s Government declared to the
German Government that a state of war
exists between Great Britain and Germany
as from 11pm on August 4, 1914."
Statement by the Foreign
Office, 4th August, 1914
2. “With a full conviction, not only of
the wisdom and justice, but of the
obligations which lay upon us to
challenge this great issue, we are
entering into the struggle. Let us
now make sure that all the resources,
not only of this United Kingdom, but
of the vast Empire of which it is the
centre, shall be thrown into the scale.”
Herbert Asquith in a speech to British
Parliament, 6th August, 1914
3. “You will be home before the
leaves have fallen from the
trees.”
Kaiser Wilhelm in a speech
to German soldiers, August
1914
5. “The lamps are going out all
over Europe: we shall not
see them lit again in our
life-time.”
4. “Go where ever the firing line
extends, in defence of right,
of freedom and of religion
in this war. It would be a
disgrace forever to our country
otherwise.”
John Redmond speaking at
Woodenbridge, County Wicklow
on 20th September, 1914
Foreign Secretary Sir Edward
Grey remarked on the eve of
war, 3rd August, 1914
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MODULE 5: LESSON 1: KEY INFORMATION
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MODULE 5. THE BATTLE OF THE SOMME
1: WHY DID IT TAKE PLACE?
QUESTIONS
event
1.What
led Britain to
2. finally declare
war with
Germany?
++
3 Why
did both
unionists
and
Why were
Britons
initially keen
to enlist in
the British
Army?
nationalists from
Ireland join the
British Army?
of
4. The
name
which
senior
?
army officer
was attributed
to the new
armies?
?
ENTENTE POWERS
EXTENSION ACTIVITY 1:
Complete the below table, selecting five countries that
apply to each category.
CENTRAL POWERS
NEUTRAL POWERS
++
EXTENSION ACTIVITY 2:
Using the Lives Of The First World War resource (www.livesofthefirstworldwar.org), research
someone from your local area who enlisted in the British Army and complete a short profile
on them including where they were from, what role they had, where they were stationed and
fought and any other relevant information. Present your findings in the form of a presentation.
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MODULE 5: LESSON 1: KEY INFORMATION
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MODULE 5. THE BATTLE OF THE SOMME
1: WHY DID IT TAKE PLACE?
TASK 1
Look at the various "Perspectives" above and explore the
language and imagery used by parties on both sides of the
conflict to get their message across. How does the perspective
of Kaiser Wilhelm compare with that of Sir Edward Grey, for
example? What type of language was used by leaders to
encourage or reassure their people? Complete a word cloud
based on the perspectives provided above and identify the key
words and phrases used by each. What is each statement trying
to convey? What are the key words and terms used in each and
what do they mean?
Look at other quotes from the time from leaders and from the public
- how do these compare? Are they an accurate representation of the
time?
Compare the perspectives with similar phrases and quotes from
modern day leaders ahead of wars. Does the language used then
compare with that of modern day politicians etc?
TASK 2
When war broke out in 1914, many men from across Ireland
enlisted in order to play their part. Many had different reasons
for joining including a sense of loyalty to Britain or because they
were encouraged by their leaders. Imagine you were alive in 1914
and of legal age to join the army. What would make you enlist
and go to war? Would you feel compelled to join if others from
your community were enlisting or would you choose to stay at
home? How would you feel about men from other communities
and backgrounds joining the army and would you be comfortable
fighting alongside them? Document your various reasons for
deciding to join or deciding to stay at home and present them to
the class.
Carry out research into people from your own community and the
numbers who took part during the First World War.
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MODULE 5: LESSON 1: KEY INFORMATION
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MODULE 5. THE BATTLE OF THE SOMME
1: WHY DID IT TAKE PLACE?
ALTERNATE TASK
Students will form into small groups. Each group will be
given the key information and a number of statements
(cut out from the M5L1 Tasksheet).
Within the group, students will read separate parts
of the Key Information. Some of the statements may
require additional research from the internet. Students
will then come together and decide which statements
are true and which are false.
As a group, students will arrange the true statements
in order and discuss why the false statements might be
incorrect.
The group will then share their results with the rest of
the class via a Q&A conducted by the class teacher and
compare their findings.
SUGGESTED ADDITIONAL RESOURCES
1) h
ttp://www.bbc.co.uk/iplayer/episode/p0211xbs/ww1-uncut7-origins-rap-battle#group=p01wzzdh - A fun look at the
events which led to war, told in the style of a rap song (contains
some offensive language)
2) h
ttp://www.bbc.co.uk/education/clips/znj7pv4 - Jeremy
Paxman explores events in Britain ahead of war
3) h
ttp://www.bbc.co.uk/education/clips/z36h34j - Jeremy
Paxman looks at wartime recruitment methods
4) h
ttp://www.creativecentenaries.org/resource/animationcharts-start-first-world-war - A 3D animation highlighting the
events leading up to the First World War
5) h
ttp://www.bbc.co.uk/programmes/p01s8wr6 - A podcast
examining Redmond’s Woodenbridge speech
6) h
ttp://news.bbc.co.uk/1/hi/uk/3532588.stm - How
newspapers reported Britain’s declaration of war
7) h
ttp://www.telegraph.co.uk/news/ww1-archive/10926353/
Daily-Telegraph-June-29-1914.html - Examine the Daily
Telegraph the day after Franz Ferdinand has been killed
8) h
ttp://www.creativecentenaries.org/outbreak-first-world-war
- Explore an interactive timeline of the events which led to the
outbreak of the First World War
9) h
ttp://www.bbc.co.uk/history/worldwars/wwone/launch_ani_
somme_map.shtml - An interactive map of the Somme battle
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MODULE 5: LESSON 1: KEY INFORMATION
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MODULE 5. THE BATTLE OF THE SOMME
1: WHY DID IT TAKE PLACE?
PRINT
ME!
1. An earlier attempt was made to bomb
Franz Ferdinand before he was shot and
killed
10. Irish nationalists were encouraged to join
the war effort by their leader
2. Austria-Hungary were keen to start a
war with Serbia
11. Home Rule was granted to Ireland after
the war had begun
3. Britain declared war with Germany in
defence of small nations when Belgium was
invaded
12. Unionists and nationalists vowed they
would fight side by side in the war
4. Russia was an ally of Germany but did not
agree to the actions of Austria-Hungary
13. Irish men were already serving in the
British Army before the war began
5. There were more countries associated
with the Central Powers than the Entente
Powers
14. Approximately 40,000 men from Ulster
enlisted in the British Army
6. When it started, many people believed
the war would be over in just a few
months
15. Irish men were organised primarily into
five new divisions of the army
7. The Western Front was located in
Germany
16. Unionists and nationalists both considered
themselves British at the outbreak of war
8. Before the Battle of the Somme could
begin, French forces were involved at the
Battle of Verdun
17. John Redmond’s speech at Woodenbridge
caused a split in the Irish volunteer movement
9. A majority of Irish nationalists did not
want to join the war effort
18. The Easter Rising was caused by John
Redmond’s speech at Woodenbridge
MODULE 5: LESSON 1: M5L1 TASKSHEET
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MODULE 5. THE BATTLE OF THE SOMME
1: WHY DID IT TAKE PLACE?
DIGITAL TASKS
COMIC
CREATION
TASK
COMIC LIFE
TASK DESCRIPTION
Students will create a one page comic which chronicles the events leading
up to the outbreak of the First World War and when countries declared
their involvement. Research images and information from the internet on
the main countries involved and their leaders which will be used in your comic
(alternatively, images and information may be sourced by the teacher prior to the
lesson).
PLAN
Images and information will be sourced from the internet and designed
in the form of a storyboard.
•
Students will be supplied with search terms by the teacher and source
appropriate images and text from the internet – ask students to consider the
reliability and objectivity of the information they find.
•
Students will identify and select images/text to use and save them appropriately
in a dedicated folder with a meaningful filename.
•
Students will keep an account of the sites they have visited in a saved
document.
•
Students will use the images and information they have sourced and design
their comic on a storyboard
DO
Students will use images and speech bubbles/caption boxes to describe the
involvement of each country including the dates. Students will use at least
5 images that they have sourced. Some students may give a reason as to
why specific countries felt the need to declare war. Students will complete
their piece of work by exporting it in a suitable file format (e.g. JPEG).
•
Encourage students to consider the size and style of fonts, the size and
cropping of images, the colours used and the tools available to them within
the software package.
•
Remind students to save their work in a dedicated folder with an appropriate
filename.
REVIEW
Give students the opportunity to view each other’s work. This may be done by
displaying the best work on the whiteboard or students may circulate the room
viewing the work of others.
Taking other students' feedback into account, ask students to justify their choices and
decisions, including any difficulties they encountered in the creation of their comic. This
may be completed in the form of a saved document.
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MODULE 5: LESSON 1: DIGITAL TASKS
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MODULE 5. THE BATTLE OF THE SOMME
1: WHY DID IT TAKE PLACE?
DIGITAL TASKS
AUDIO
EDITING
TASK
AUDACITY
TASK DESCRIPTION
Using Redmond's Woodenbridge Speech as a backdrop, students will
work in pairs to script, record and edit a radio news piece to explain
what the speech and event was about. The script will detail why the
event is happening and reactions of people as a result of listening to John
Redmond’s oration. Research the topic by looking at news eye witness accounts
and reports of the day and what happened as a result. The pair will then write a
script for a radio interview between a reporter and people present at the event,
based on the information they have researched. The recording will be at least 1
minute long.
PLAN
Information will be sourced from the internet and used to help write a script.
•
Students will be supplied with search terms by the teacher and source
appropriate images, videos, and news articles from the internet – ask students
to consider the reliability and objectivity of the information they find.
•
Students will identify and select information to use and save it appropriately
in a dedicated folder with a meaningful filename (this may be images or
quotes that helped them to write their script).
•
Students will keep an account of the sites they have visited in a saved
document.
DO
Students will use the record function on audio editing software, e.g. Audacity,
to record their script and use the various editing tools to edit their recording
(e.g. selection tool, time shift tool, trim, silence, etc.). When the recording has
been edited, the pair will complete the audio file by exporting it in a suitable
file format (WAV / MP3).
•
Encourage students to consider the feelings of the broadcaster involved
and the validity of the information communicated in the broadcast. Students
may experiment with effects but students must consider whether these
effects are necessary and appropriate.
•
Remind students to save their work in a dedicated folder with an
appropriate filename.
REVIEW
Give students the opportunity to view each other’s work. This may be done
by playing back the best work or students may circulate the room listening
to the work of others.
Taking other students' feedback into account, ask students to justify their
choices and decisions, including any difficulties they encountered in the creation
of their audio file. This may be completed in the form of a saved document.
20
MODULE 5: LESSON 1: DIGITAL TASKS
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